Disabled Students’ Allowances AY 2016/17 1 Disabled Students’ Allowances – Continuing DSA students Version 1.1 (Sept 2016) has been updated to reflect the change in Government Department from the Department for Business Innovation and Skills (BIS) to the Department for Education (DfE). Attached is revised guidance for the 2016/17 ‘Disabled Students’ Allowances (DSAs) for continuing DSA students’. This chapter contains guidance on DSA legislation and the administration of continuing DSA applications. Guidance on the DSA legislation and administration of DSA applications for New DSA students is published separately and can be found at: http://www.practitioners.slc.co.uk/policy-information/student-support-information-notices.aspx For descriptions of who is a new DSA student and who is a continuing DSA student in AY 2016/17 please see later paragraphs at the introduction. The chapter provides guidance for ‘continuing DSA students’ on full-time DSAs, DSAs for full- time distance learning students, part-time DSAs and DSAs for postgraduate students) as provided in Education (Student Support) Regulations 2011 as amended by the Education (Student Fees, Awards and Support) (Amendment) Regulations 2012, The Education (Student Support and European University Institute) (Amendment) Regulations 2013, The Universal Credit (Consequential Supplementary, Incidental and Miscellaneous Provisions) Regulations 2013 and The National Treatment Agency (Abolition) and the Health and Social Care Act 2012 (Consequential, Transitional and Savings Provisions) Order 2013 and the Education (Student Support) (Amendment) Regulations 2014 and The Education (Student Support) Regulations 2015 (referred to as the “Education (Student Support) Regulations 2011 as amended”). Guidance on other grants for living and other costs payable under Part 5 of the Regulations is provided separately in the guidance chapters ‘Assessing Financial Entitlement’ and ‘Grants for Dependants’. Also refer to the LA Portal User Guide for information on processing Non-Loan Products on the single system. As the purpose of this guidance has changed over time, for example it is no longer used by local authorities, some of the text has been streamlined to reduce and improve the content. A change in text should not indicate a change in policy. Where changes to policy have been made, these have been indicated in blue. Higher Education Student Finance in England 2016/17 Academic Year
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Disabled Students’ Allowances AY 2016/17
1
Disabled Students’ Allowances – Continuing DSA students
Version 1.1 (Sept 2016) has been updated to reflect the change in Government Department
from the Department for Business Innovation and Skills (BIS) to the Department for
Education (DfE).
Attached is revised guidance for the 2016/17 ‘Disabled Students’ Allowances (DSAs) for
continuing DSA students’. This chapter contains guidance on DSA legislation and the
administration of continuing DSA applications.
Guidance on the DSA legislation and administration of DSA applications for New DSA students is
Under regulation 40 & 41, an eligible student qualifies for DSAs to assist with the additional
expenditure that the Secretary of State is satisfied the student is obliged to incur to attend and
undertake a designated course because of a disability. There are four elements to the full-time
undergraduate DSAs and they are available to help with the extra costs that a student incurs
because of a disability (including a long-term health condition, mental health condition or specific
learning difficulty).
TYPES OF DISABLED STUDENTS’ ALLOWANCES – FULL-TIME
UNDERGRADUATE
There are four allowances for students attending full-time courses. The maximum allowances that
such students may receive in 2015/16 are given in the table below.
Allowance Maximum payable
Full-time
Non-medical helper allowance (each academic
year) £20,725
Specialist equipment allowance (for the duration
of the course) £5,212
Travel allowance Uncapped
General allowance (each academic year) £1,741
There is no provision to pay more than the maximum allowances set out in the Regulations. It is
not possible, therefore, to use unspent DSAs from a previous academic year or anticipate grant
entitlement for a future academic year to pay more than the maximum allowances in the current
academic year. Moreover, only the general allowance may be used to supplement expenditure on
specialist equipment and non-medical helpers should the student’s needs exceed the maximum
allowances under the Regulations. The specialist equipment allowance, non-medical helper
allowance and the travel allowance should be used for the sole purpose as named and should not
be used to supplement other DSAs.
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NON-MEDICAL HELPER ALLOWANCE
The non-medical helper allowance (regulation 41(2)(a)) is to provide funding for helpers such as
readers, note-takers, laboratory assistants etc. for the student to undertake the course on an equal
basis to other students and where the study needs assessor is satisfied that they are needed
because of the student’s disability. This allowance also provides for assistive technology (AT)
training. Students already in receipt of a particular type of NMH in 2014/15 or 2015/16 can
continue to receive that support with their current support worker. Any continuing student
who is awarded a new type of NMH support from the date the new NMH quality assurance
framework is launched in April will only be able to receive support from an appropriately
qualified support worker.
Please see Annex 1 for more detail on the NMH roles, the descriptors and the cost maxima
which apply to NEW NMH support.
Where the student has to make regular or frequent payments for a non-medical helper, it may be
helpful to arrange for some of their grant payments to be made in corresponding instalments. If
grant payments are made in instalments, inform the student, or their institution, how such
transactions should be recorded and verified for audit purposes.
The provision for the non-medical helper allowance does not remove the duty of local social
services to provide assistance towards personal care costs that would have been incurred
irrespective of a student’s attendance on a course. However, in some circumstances a personal
carer may also provide course-related help for a student. In such cases it may be appropriate to
share the cost of the course-related help provided by the carer with the social services. The non-
medical helper allowance should not be used to pay for support that should properly be funded by
social services.
SPECIALIST EQUIPMENT ALLOWANCE
The specialist equipment allowance (regulation 41(2)(b)) is to provide funding for additional major
items of specialist equipment which the student will need, because of a disability, to undertake
their course on an equal basis to other students. It may also be reasonable to meet associated
insurance, extended warranty, repair and modification costs from the equipment allowance. Where
students do not take out insurance and their equipment is stolen, the cost of replacing the stolen
equipment will not normally be met from the DSAs. Students should therefore be advised to take
out insurance cover for their DSA equipment. The insurance premiums can be paid from the DSA.
Please note the specialist equipment allowance is for the duration of the course. New
arrangements apply for students applying for DSAs for the first time for academic year
2015/16 or later with regard to the provision of computers.
Please see Annex 2 for details of the type of support available through the Specialist
Equipment Allowance.
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COURSE TRANSFERS AND SPECIALIST EQUIPMENT ALLOWANCE
It should be made clear to students that the specialist equipment allowance covers the whole
course duration. If a student transfers their eligibility to another course, any amount awarded for
specialist equipment in relation to the first course would still need to be taken into account as the
period of eligibility has not been broken. For example, a student receives £3,000 from the
specialist equipment allowance but then transfers their eligibility to another course. Their specialist
equipment entitlement for the second course should not exceed £2,212, as £3,000 has already
been awarded for specialist equipment and given that £5,212 for 2016/17 is the maximum
specialist equipment allowance.
All equipment purchased with the help of this allowance is and remains the property of the student.
It is open to the student, at the end of their course, to offer the equipment to their institution for the
use of other students. Institutions are perfectly free to suggest that students make such gifts.
TRAVEL ALLOWANCE
The travel allowance (regulation 41(2)(c)) may be used to pay the additional costs of travel to and
from the institution which are incurred because of a disability.
For example, if a student needs to travel by taxi rather than by public transport because of mobility
or visual difficulties, then the DSAs can cover the additional expenditure that represents. In this
instance, the amount of travel allowance should be any excess between public transport costs and
taxi costs for the journey. Public transport costs are deemed to be those incurred by the general
student population, not those that the individual student would have incurred, had they been able
to use the public transport. Therefore the availability of concessionary fares in specific
circumstances (e.g. a free bus pass) will not reduce the amount taken into account as public
transport costs.
Some students may be required as a result of a disability to use a private car to travel to and from
the institution. In this instance, the amount of travel allowance should be any excess between
public transport costs and the cost of the same journey by car. The cost of a journey by car is
calculated by using the mid-point range of AA motoring costs which includes an element for wear
and tear on the car. This is currently (financial year 2015-16) 24p per mile. Suitable parking
facilities should be arranged by the HEI.
Generally, where the student has opted to use a mobility element of their Disability Living
Allowance (DLA) or Personal Independence Payment (PIP) to lease a Motability car, they will be
expected to use that car to attend their institution and travel costs will be calculated using the AA
motoring costs of 24p per mile (as above). Suitable parking facilities should be arranged by the
HEI.
The study needs assessor will need to be satisfied that the travel expenditure arises in each case
solely by reason of a disability to which the student is subject. The travel allowance should not be
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used to meet non-disability related travel expenditure incurred by a disabled student. For example,
it is unlikely that a dyslexic student will incur additional travel expenditure as a result of their
specific learning difficulty. A disabled student may still qualify for Travel Grant (regulations 48 - 55)
in the same way as any other student (see the ‘Assessing Financial Entitlement’ guidance chapter
2016/17).
The travel allowance is available for:
The cost of the student’s travel to and from an institution
The cost of the student’s travel to and from a work placement
The cost of the student’s travel to and from a field trip.
GENERAL ALLOWANCE
The general allowance (regulation 41(2)(d)) may be used both for miscellaneous expenditure not
covered by the other allowances and to supplement the specialist equipment allowance and non-
medical helper allowance, if necessary. The cost of a study needs assessment, or any subsequent
reviews, is drawn from the general allowance.
PROCESSING DSAS
An individual payment limit is set for each of the DSAs up to the maximum for each allowance,
including top ups from the general allowance. Once the payment limits have been set in
accordance with the needs assessment recommendations, payments will only be made against
those limits.
PART-TIME UNDERGRADUATE DSAS (REGULATION 147)
Under regulation 147 an eligible part-time student qualifies for DSAs to assist with the additional
expenditure that the SoS is satisfied the student is obliged to incur to undertake (i.e. to attend or
study by distance learning) a designated part-time course because of a disability. DSAs for
students undertaking a part-time course which they commenced prior to 1st September 2012 with
the Open University are currently administered by the Open University and will continue to be until
the course is completed. From AY 2014/15 onwards DSAs for students undertaking a part-time
course with the Open University which commenced on or after 1 September 2012 will be
administered by SLC.
The part-time DSA scheme closely follows that for full-time students. However there are some
differences and these are explained below.
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ELIGIBILITY
For details of the personal eligibility criteria for receiving part-time support, including part-time
DSAs, please refer to the guidance chapter ‘Support for part-time students’.
Students who begin part time courses on or after 1st September 2012 must be studying at a
minimum intensity of 25% FTE during the academic year to be eligible for PT DSAs (Regulation
147(4)).
DESIGNATED PART-TIME COURSES
To be eligible for support, including DSAs, a student must be undertaking a designated part-time
course. The criteria for course designation in respect of part-time support, including part-time
DSAs, are set out in the ‘Support for part-time students’ guidance chapter.
TYPES OF DISABLED STUDENTS’ ALLOWANCES – PART-TIME
UNDERGRADUATE
There are four allowances for students undertaking part-time courses. These mirror those
available to full-time students, but have different maximum amounts. The maximum allowances
that part-time students may receive in 2015/16 are given in the table below. The maximum amount
of the non-medical helper allowance and general allowance are calculated as a percentage of the
full-time rates, based on the actual intensity of study. Some examples of the maximum amounts
available are given below.
Allowance Maximum payable
Non-medical helper allowance (each
academic year) – Reg 147(6)(a)
£15,543 75% of a FT course =
£15,543
60% of a FT course =
£12,435
50% of a FT course =
£10,362
25% of a FT course =
£5,181
Specialist equipment allowance (for the £5,212
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duration of the course) – reg 147(6)(b)
Travel allowance – Reg 147(6)(c) Uncapped
General allowance (each academic
year) – reg 147(6)(d)
£1,305 75% of a FT course =
£1,305
60% of a FT course =
£1,044
50% of a FT course = £870
25% of a FT course = £435
There are no provisions within the Regulations to pay more than the maximum allowances for the
academic year. Please refer to the guidance in respect of full-time DSAs at DSAs for Full Time
students.
STUDENTS WHOSE STATUS AS AN ELIGIBLE (FULL-TIME) STUDENT IS
CONVERTED TO THAT OF AN ELIGIBLE PART-TIME STUDENT (REGULATION
152(1)-(4))
When a student transfers from a full-time to a part-time course, their status must be converted
from an eligible full-time student to that of an eligible part-time student. Where a student transfers
from a full-time to a part-time course part way through the academic year:
a) no instalment of full-time DSAs is payable after the student becomes an eligible part-time
student;
b) the maximum amounts of part-time DSAs are reduced by one third where the student
becomes an eligible part-time student during the second quarter of the academic year and
by two thirds where they become an eligible part-time student in a later quarter of that year;
and
c) where full-time DSAs have been paid to the student in a single instalment, the maximum
amount of the corresponding part-time DSAs payable to them are reduced by the amount of
full-time DSAs already paid (or further reduced if paragraph (b) above applies). If the
resulting amount is nil or a negative amount, the part-time DSA is not payable.
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STUDENTS WHOSE STATUS AS AN ELIGIBLE PART-TIME STUDENT IS
CONVERTED TO THAT OF AN ELIGIBLE (FULL-TIME) STUDENT (REGULATION
152(12)-(13))
When a student transfers from a part-time to a full-time course, their status must be converted
from an eligible part-time student to that of an eligible full-time student. Where a student transfers
from a part-time to a full-time course part way through the academic year:
no instalment of part-time DSAs is payable after the student becomes an eligible full-time
student;
the maximum amounts of any full-time DSAs are reduced by one third where the student
becomes an eligible full-time student during the second quarter of the academic year and
by two thirds where they become an eligible full-time student in a later quarter of that year;
and
where part-time DSAs have been paid to the student in a single instalment, the maximum
amount of the corresponding full-time DSAs payable to them is reduced by the amount of
part-time DSAs already paid (or further reduced if paragraph (b) above applies). If the
resulting amount is nil or a negative amount, the full-time DSA is not payable.
DSAS FOR POSTGRADUATE STUDENTS (FULL-TIME AND PART-TIME)
ELIGIBILITY
To be eligible for the postgraduate DSA students must meet the personal eligibility criteria set out
in Schedule 1 of the Regulations and undertake a designated postgraduate course (see
paragraphs below)
Postgraduate students studying by distance learning are eligible for DSAs, but only if the course is
undertaken in the United Kingdom (regulation 159(11)). Students undertaking courses on a
distance learning basis are deemed to be studying at their home address. Therefore, to receive
DSAs postgraduate distance learners must remain living in the United Kingdom whilst undertaking
their course.
Under regulation 159(4), a postgraduate student is not eligible for DSAs if they:
a) are eligible to apply for a –
NHS bursary or award under section 63 of the Health Services and Public Health Act 1968
or article 44 of the Health and Personal Social Services (Northern Ireland) Order 1972;
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allowance under the Nursing and Midwifery Student Allowances (Scotland) Regulations
1992;
allowance, bursary or award of similar description made by a Research Council (a list of the
relevant Research Councils is provided at Annex 1);
allowance, bursary or award of similar description made by their institution which includes a
payment for meeting additional expenditure incurred because of a disability
the NHS Business Services Authority (NHSBSA) bursary for students on postgraduate
social-work courses which includes a payment for meeting additional expenditure incurred
because of a disability;
b) are in breach of an obligation to repay a student loan;
c) have not ratified an agreement for a student loan made with them when they were under
the age of 18; or
d) have shown themselves by their conduct to be unfitted to receive support.
Under regulation 159(18) an eligible postgraduate student is not eligible for support for more
than one designated course at a time.
Under part 12 of the Regulations an eligible postgraduate student qualifies for DSAs to assist
with the additional expenditure that the SoS is satisfied the student is obliged to incur to
undertake (i.e. to attend or study by distance learning) a designated full- or part-time
postgraduate course because of a disability. DSAs for students undertaking a postgraduate
course with the Open University, where the course commenced before 1st September 2012 are
currently administered by the Open University and will continue to be until the course ends,
From AY 2014/15 onwards, DSAs for students undertaking a postgraduate course with the
Open University, where the course commenced on or after 1st September 2012 will be
administered by SLC.
The postgraduate DSA scheme differs from that for undergraduate students in that one single
allowance is available.
Regulation 166 provides for a DSA of up to £10,362 for the academic year 2016/17 to be paid
to eligible postgraduate students undertaking designated full- and part-time postgraduate
courses. There is no statutory provision to pay a postgraduate student in excess of £10,362
during academic year 2016/17. There are no specific limits within the maximum £10,362 on
particular items or type of help on which the grant can be spent. The allowance is awarded
depending on the recommendations of the needs assessment carried out by the study needs
assessment centre. The cost of the needs assessment is payable from the postgraduate DSA,
but, as with undergraduate DSAs, it cannot be used to pay for establishing a student’s
disability. The postgraduate DSA may be spent on specialist equipment, non-medical helpers,
other general support or additional travel costs, or a combination of the above, up to the
maximum amount for the academic year.
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DESIGNATED POSTGRADUATE COURSES FOR DSAS
Regulation 161(1) provides the criteria for course designation in respect of postgraduate DSAs.
The requirements are:
a first degree or higher qualification should be an entry requirement to the course;
a course duration of at least one academic year;
where the course commences on or after 1st September 2012, if the course is part-time, it
must be of a minimum intensity of 25% FTE during the academic year and ordinarily possible
to complete the course in not more than four times the time ordinarily required to complete an
equivalent full-time course;
where the course commences before 1st September 2012, if the course is part-time, it must
be ordinarily possible to complete the course in not more than twice the time ordinarily
required to complete an equivalent full-time course;
the course is wholly provided by an authority-funded1 institution in the UK; provided by a
publicly funded institution in the UK on behalf of an authority-funded educational institution or
by an authority funded institution in conjunction with an overseas institution;
the course is not an initial teacher training course or a course taken as part of an
employment-based teacher training scheme.
Full and part-time Legal Practice courses and Bar Vocational courses provided by authority funded
institutions are designated postgraduate courses under the Regulations as the entry requirement
to such courses is a first degree or higher.
1 authority-funded” means—
(a)
in relation to educational institutions in England, maintained or assisted by recurrent grants from the Higher Education Funding Council for England;
(b)
in relation to educational institutions in Wales, maintained or assisted by recurrent grants from the Higher Education Funding Council for Wales;
(c)
in relation to educational institutions in Scotland, maintained or assisted by recurrent grants from the Scottish Funding Council; and
(d)
in relation to educational institutions in Northern Ireland, maintained or assisted by recurrent grants from the Department for Employment and Learning in Northern Ireland or the Department for Agriculture and Rural Development in Northern Ireland.”;
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The Secretary of State may specifically designate courses for the award of postgraduate DSA that
are not automatically designated under the Regulations. Details of the specific designation
process along with an application form can be found on the HEFCE’s website
http://www.hefce.ac.uk/whatwedo/reg/desig/apply/
The HEFCE website also includes links to the latest Department of Education (DfE) guidance on
the new process. The arrangements apply to all new specific course designation applications for
2013/14 onwards. From 2014/15 onwards there will be two application windows, in August and
February, and the process will take up to four months to complete (subject to the provider
submitting the necessary information).
The current list of specifically designated courses is on the Student Finance England website at:
It is important that students are provided with sufficient information on the stages in the DSA
process, the DSA support awarded to them, the arrangements for delivering and paying for
support, the importance of the DSA assessment and the support available from Disability Advisers
at their institutions.
Letters issued to students should include the following.
Information on the evidence of disability required from students together with a brief outline of
the DSA process. This letter should be issued with ‘Bridging the Gap’ when students enquire
about DSAs or have indicated on their application forms that they wish to apply for DSAs
(samples available in the DSA letter catalogue). The DSA application form for 2016/17 should
also be sent at this stage. (DSA1F for students who have not yet submitted a student support
application or DSASL, which can be requested via the correspondence screen in the student’s
account, for those who have.)
A brief outline of the DSA assessment process and its importance. This letter would confirm
that SLC accepts the evidence of disability provided by the student and clearly sets out the
arrangements for obtaining a DSA assessment.
Full details of the DSA support awarded, delivery arrangements and method of paying for DSA
support. This letter would be issued once SLC has agreed the DSA support to be awarded.
A reference to Disability Advisers at HE institutions as a source of further assistance for the
student. Whenever possible it would be helpful to include the name and contact details of the
Disability Adviser at the student’s institution.
Continuing students who received a DSA earlier in the course are not required to resubmit
evidence of their disability unless their condition has changed and they are seeking reassessment.
In order to minimise: a) an increased demand on assessment centres for needs assessments over
a shorter period of time; and b) delays in general DSA processing. To minimise the risk of delays
in the DSA application process the following action is taken.
identify students wishing to apply for DSAs by checking the PN1, PR1 or PR1a and the
accompanying evidence of a disability (if supplied) immediately on receipt of applications;
determine eligibility for student support from potential DSA applicants as a priority, if necessary
fast tracking such applicants;
Once established that a student is eligible for support and if the student has provided
acceptable evidence of their disability with their application forms, contact the student with a
view to arranging an assessment of course needs (see sample letters in the catalogue);
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If a student has indicated they wish to apply for DSAs on their application form but not included
evidence of a disability, establish eligibility for support and then issue a DSA application pack,
consisting of the booklet ‘Bridging the Gap’, ‘Application for Disabled Students’ Allowances
2016/17(form DSA1F or DSASL) and a covering letter, requesting the student returns
evidence of their disability.
The DSA application form for 2016/17 (either DSA1F for students who have not yet submitted a
student support application or DSASL for those who have) will ask the student to agree that SLC
can:
release information about their application to the Disability Adviser at their institution and to
their DSA needs assessors;
discuss the application with the supplier; and
pay suppliers of equipment and support direct.
Where an application for DSAs is rejected or allows only part of the application, it should provide
clear reasons to the applicant for the decision. This rejection should not delay the student’s
application for other types of student finance provided all the relevant eligibility criteria have been
met. The student should be sent information on appeals policies and procedures. SLC should
make full use of the notes facility on the student’s record on the system to detail information that
may assist with enquiries from students.
APPLICATION PROCEDURES FOR STUDENTS APPLYING FOR DSAS IN RESPECT
OF FULL-TIME DISTANCE LEARNING COURSES, PART-TIME COURSES AND
POSTGRADUATE COURSES
Students wishing to apply for DSAs in respect of a full-time distance learning course or a part-time
undergraduate course are requested to complete the DSASL if they have already completed a
PTG1. (From AY 12/13 New FTDL students apply for their tuition fee loan only on the PN1,
however still complete the DSASL for their DSA support) Postgraduate students will be required to
complete the DSA1F. In order to expedite the application process it is recommended to issue a
cover letter with the DSA application forms, requesting that students provide evidence of their
disability with their completed application form.
The DSA application process for students undertaking full-time distance learning, part-time and
postgraduate courses involves completion of the DSA1F / DSASL form by the student and
endorsement of course details by institutions (DSA1F only). Under the Equality Act 2010, disabled
students have the right to confidentiality which means that they are not required to reveal their
disability to their institution. We expect that most students will not object to asking their institutions
to endorse their application form. However, some disabled students may object to asking their
institution to complete the form because this would disclose that they are disabled and deny their
rights to confidentiality under the Act.
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In the event that a disabled student does object to their institution seeing their application form on
the grounds that this breaches their right under the Equality Act, we recommend the following
action:
the student completes all parts of the DSA1F application form except Section 5 and returns
the form to SLC;
the student obtains a letter from SLC requesting information from the HEI about their course
and the student’s study pattern.
the student passes the letter to the HEI; and
the information is returned by the HEI to SLC via the student.
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ANNEX 1 NMH
From 2016/17 the SLC NMH manual has been decommissioned and the relevant information
has been transferred to the DSAs guidance. This section sets out the types of support that
is provided through the NMH allowance (or postgraduate DSAs where applicable). Some
changes have been made to the provision of NMH from 2016/17, these do not apply to
students already in receipt of a type of NMH. Cost maxima, the requirement to register with
the DSA-QAG and the requirement for mandatory qualifications or professional body
membership only apply to any NEW type of NMH support awarded after the launch of the
new NMH quality assurance framework.
BAND ONE – SUPPORT ASSISTANTS
Staff that carry out these activities must have the skills and competence to work effectively,
at the direction of the student, in their own particular context.
The role of a support assistant is generally to provide support in the following areas:
• Providing practical support around the campus
• Providing practical support in the library, laboratory or workshop/studio etc.
• Reading aloud
• Scribing
• Text checking (pointing out errors but not providing corrections)
Roles which might provide this support include:
• Practical Support Assistant
• Library Support Assistant
• Reader
• Scribe
• Workshop/Laboratory Assistant
• Sighted Guide
• Proof Reader
PRACTICAL SUPPORT ASSISTANT £15-£24
This role may include providing practical and mobility support to assist a student with a physical
impairment in manoeuvring around the campus. This could include helping to manipulate a
wheelchair, carrying books, IT equipment etc. It could also include general orientation and finding
Disabled Students’ Allowances AY 2016/17
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out where things are located for students whose disability means that they have problems with
orientation. It could also include ‘social support’ in order to ensure access to the wider aspects of
student life, for example for a student on the autism spectrum who had difficulty with social
interaction. While some of these tasks, such as carrying equipment for a student with mobility
difficulties, will need to continue throughout a student’s course, others, such as general
orientation, should decrease as the student becomes more able to manage independently.
Skills required: Some experience/understanding of providing support for disabled adults; thorough
knowledge of the campus; good interpersonal skills.
Qualifications/training: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training; Those whose support activity
includes supporting wheelchair users will also need to have had specific health and safety training
relevant to the physical demands of their activity.
DSAs funding is not available for any aspects that are covered by a local authority care plan.
Such support will continue to be provided under the duties placed upon the local authority.
LIBRARY SUPPORT ASSISTANT: COST RANGE £15-£24
This support is provided to help students search library catalogues, locate materials, collect
materials, photocopying etc. Access to libraries and information available through libraries to
support students in their study can be supported in many ways. Libraries should particularly
consider the provision of e-books and alternative format publications to assist disabled students.
This would reduce the need for the provision of hard copy publications and
scanners/photocopying. See information on e-books and accessible format publications at 8.4.
It is expected that library staff should all have disability awareness training and be available to
assist disabled students with accessing information including support to use systems that aren’t
accessible to assistive technology. It is not expected that provision is available to assist disabled
students 24 hours a day, 7 days a week. That might not be a reasonable expectation. Contact
time for lectures and tutorials varies greatly from course to course. This should provide sufficient
time for all students, including disabled students, to access libraries during the normal opening
hours.
Skills required: Good working knowledge of the library.
Qualifications/training: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training required; understanding of the HE
context.
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READER: COST RANGE £15-£25
A reader provides support for students whose disability makes reading or other forms of accessing
text impossible. There are now many forms of assistive software that provide this facility and
appropriate alternatives should be considered. Assistive software may enable students to become
independent, autonomous learners in many cases and therefore should be considered where this
barrier exists and where students will not require additional support to use systems that aren’t
accessible to assistive technology.
Skills required: Clear reading voice; sufficient skills to cope with the demands of the text including
any technical jargon.
Qualifications and training: No mandatory qualifications or professional body membership has
been identified for this support; Generic non-medical help training; some understanding of the HE
context.
SCRIBE: COST RANGE £15-£27
A scribe is used to write down or type what a student dictates. This is directed notes and should
not be confused with general notetaking which may occur in a lecture, seminar etc.
There are now forms of assistive software that can help in this area which may remove the need
for human support in many cases. Assistive software may enable students to become
independent, autonomous learners in many cases and therefore should be considered where this
barrier exists and where assistive technology would fully meet the support needs of the student.
Skills Required: Clear handwriting and/or accurate keyboarding skills; good spelling and
punctuation; sufficient skills to cope with the area of work being followed by the student including
any technical jargon; understanding of the boundaries of this activity including personal integrity
and an awareness that the scribe’s activity is to write down exactly what the student says and not
to make any amendments or changes to content.
Qualifications and Training: No mandatory qualifications or professional body membership has
been identified for this support; Generic non-medical help training; competency in English;
understanding of the HE context.
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WORKSHOP/LABORATORY ASSISTANT: COST RANGE £15-£26
Supporting a student in gaining access to the practical aspects of their course, e.g. in the
laboratory or in a workshop/studio situation.
Skills Required: Knowledge and experience of the particular educational setting, e.g. laboratory or
workshop.
Training/qualifications: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training; sufficient knowledge in the requisite
practical area; health and safety training relevant to the particular workshop context.
SIGHTED GUIDE: COST RANGE £15-£25
A sighted guide may be required to assist a student with visual impairment to navigate the campus
and may be required for all or part of each day the student needs to attend the university. This role
is about the physical attendance at lectures, tutorials, workshops etc. and not about accessing the
information that is delivered.
Skills required: Thorough knowledge of the campus; good interpersonal skills.
Qualifications/training: Sighted guide training session provided by a vision impairment
organisation, LA Rehabilitation Officer or any qualified Rehabilitation or Habilitation Officer.
PROOF READER/TEXT CHECKER £15-£28
Text checking, often referred to as proof reading in this context, is provided for a range of students
to help identify and point out the types of errors that the student has been made in
grammar/spelling/structure etc. and to give advice on ways of rectifying such errors in the future.
This type of support is valuable for the general student body and institutions will wish to consider
how best to meet the needs of all their students. For disabled students there are now alternative
forms of assistive software that can provide some support in this area. Assistive software may
enable students to become independent, autonomous learners in many cases and therefore
should be considered where a particular barrier exists and where assistive technology would fully
meet the support needs of the student.
Skills Required: Fast reader but also good attention to detail; an understanding of the area of work
being followed by the student including any technical jargon; an understanding of the boundaries
of this activity including personal integrity and an awareness that the proof reader’s role is to
support the student to learn to recognise their own mistakes and is not to make any amendments
or changes to content.
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Qualifications/Training: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training with particular emphasis on
boundaries of activity; understanding of the HE context.
BAND TWO – ENHANCED SUPPORT ASSISTANTS
These are activities which demand an enhanced level of skill, knowledge and training to
Band One activities.
The role of an enhanced support assistant is generally to provide support in the
following areas:
• Supporting students to develop their independence and autonomy in HE, for example by providing support with issues such as time keeping; organisational skills etc. and can be supplemented by practical support e.g. library support, workshop support etc.
• Supporting a disabled student during examinations
Roles which might provide this support include:
• Study Assistant • Examination Support Worker • Notetaker
STUDY ASSISTANT: COST RANGE £20-£29
This role does not refer to the specialist one-to-one skills support which is provided under band 4
support – see 5.5.2
This support is provided where a mix of enabling strategies complemented by some practical
assistance has been required. This is usually as a result of the student’s combined complex
circumstances. Previously this has been described as supporting the student in adapting to the
academic demands of HE, providing information, helping with time keeping, helping with
organisational skills etc. and can be supplemented by practical support e.g. library support,
workshop support etc.
Skills required: An enhanced level of skill and experience of working with disabled students and an
understanding of the barriers which disabled students may have in accessing learning, but not the
specialist experience and knowledge of those working at Band Four, One to One Study Skills
Support or Specialist Mentors; knowledge of the way the institution/organisation works and the
demands of studying in HE; excellent interpersonal skills; clear understanding of issues of
confidentiality.
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Qualifications/training: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training and also a level of specialist training
relevant to the demands of the activity; understanding of the HE context.
EXAMINATION SUPPORT WORKERS: COST RANGE £20-£28
Examination Support Workers may assist with reading out the examination paper, writing down
student answers using exactly the words used by the student and for some students, e.g. those on
the autism spectrum who might get very focused on a particular question, giving a prompt as to
when it is time to move on to another.
Skills required: Clear reading voice; excellent spelling and grammar; clear handwriting and/or good
and accurate keyboard skills; ability to cope with any specialist vocabulary or technical jargon;
clear understanding of the activity and high level of personal integrity in order to not make any
additions or amendments to student’s answers.
Training/qualifications: No mandatory qualifications or professional body membership has been
identified for this support; Generic non-medical help training; competent knowledge of English;
specific subject expertise where relevant e.g. to cope with technical jargon; understanding of the
HE context.
In any event, the cost of any arrangements that institutions may need to make to enable a
disabled student to take examinations (e.g. providing physical access to the examination hall or
allowing the examinations to be taken and invigilated somewhere else) will not be considered
within the scope of DSAs.
Institutions will also need to have regard to competency standards when considering how disabled
students undertake an examination of their skill in a particular area.
NOTETAKERS: COST RANGE £20-£28
This support is provided for students who require notes to be taken on their behalf, for example
because they have a physical. The activity of note-taking is to produce an accurate record of the
content of lectures, seminars, discussions, off-campus events etc. in the student’s preferred style
and format.
Skills required: Clear and legible handwriting at speed; accurate spelling and grammar skills;
familiarity with subject specific vocabulary and technical language; disability awareness and deaf
awareness specifically when working with deaf students.
Qualifications/training: a standard of education to at least second year degree level, the
undertaking and completion of specialist notetaker training (may be in-house training) which
includes the formal assessment and evaluation of skills and suitability, the successful achievement
of that assessment and evaluation.
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There is a wide range of ways to deliver information to students which may reduce or remove the
need for individual note-taking, which should be discussed with the student. There are many
forms of assistive technology that can provide some support in this area, for example recording
devices, and these should be considered as an alternative to note-taking where possible.
Assistive software is likely to enable students to become independent, autonomous learners in
many cases and therefore should be considered where a particular barrier exists.
The DSAs Study Needs Assessor should determine the required format of notes at the needs
assessment taking in to consideration the course, the student's needs and compatibility with the
student's assistive technology where appropriate and indicate the outcome of that discussion in
the report for consideration by the institution.
The DSAs study Needs Assessor should also try to determine: the actual number of note-taking
hours required based on timetable; or where this is not possible (i.e. prior to course
commencement or when module options have not been finalised) make informed estimate of the
likely number of hours based on contact with HEI, discussion with the student etc.
Where typed notes are required by the student the assessor must take steps to identify workers
that can take typed notes at the time required. Only if that is not possible should provision for a
handwritten note be provided with the notes being typed up for the student afterwards. A note
typed at the time is the default position if available – given value for money considerations.
In the case where handwritten notes and subsequent typing up is the only available option, (see
example above) a maximum additional charge of 30 minutes will be paid for the typing up time, per
1 hour of manual note-taking. But only where it has not been possible to provide a note-taker that
can take typed notes or typed notes are not appropriate.
Note-taking costs should be clear on the invoice. Typed notes should be invoiced as manual note-
taking (typed). This is a band 2 activity. Where the notes have been taken by hand and typed
later, the invoice should set this out clearly as manual note-taking (written) + typing up fee. The
subsequent typing up of notes is not a band 2 activity and therefore an appropriate reduction in the
amount charged for typing up after the session is therefore expected. Typing up charges should
be no more than half the amount charged for the actual note-taking session (and half the time of
the note-taking).
Example: A session of notetaking is arranged for a tutorial lasting an hour. The notes are taken
manually and the charge is £20 per hour. The amount available for the subsequent typing up of
the notes (if required to comply with the students specific needs) is £10 per hour, with only half an
hour being the appropriate charge (i.e. an additional £5).
The typing up of written notes by the notetaker or a third party is not electronic note-taking
or specialist transcription services and should not be recommended or charged as such.
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BAND THREE – SPECIALIST ENABLING SUPPORT
These are activities which demand specific expertise and specialist training in a
particular access area.
The role of a specialist enabler is generally to provide support in the following areas:
• Making use of specialist expertise and training in a particular access area in order to facilitate a student’s access to learning using specialist skills and/or equipment to represent the language of delivery into another more accessible format
• Using specialist skills to enable students to navigate themselves independently around the educational environment
Roles which might provide this support include:
• Communication Support Worker • Electronic Notetaker • Specialist Transcription Services • Mobility Trainer
COMMUNICATION SUPPORT WORKERS AND LIP SPEAKERS: COST RANGE £35-
£44
This support is provided to translate sign language into voice and vice versa although not at the
level of competence required by a trained and qualified British Sign Language (BSL)/English
Interpreter, or conveys a speaker’s message to lip readers accurately using unvoiced speech.
The support worker is required to work flexibly with an individual deaf student in workshop and
seminar situations as well as providing general one to one support. This does not include
academic support.
Skills required: Competent signing and experience of working with deaf learners in an HE context;
understanding of how deafness affects learning.
Qualifications/Training: Any mandatory qualifications or professional body membership required to
provide this support are set out on the DSA-QAG website http://www.dsa-qag.org.uk/nmh-online-
registration.
ELECTRONIC NOTETAKERS: COST RANGE £35-£40
This support activity is predominantly for deaf or hard of hearing and visually impaired students.
The primary requirement of this support is to meet the need for live access to the content of the
teaching session, seminar etc. and the need for notes for review and revision purposes. The note-
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taker will make a comprehensive although non-verbatim, live, typed record of the content of
lectures, seminars, discussions, off-campus events etc. in the student’s preferred style and format.
This may include the information appearing simultaneously on the student’s computer using either
Speedtext or Stereotype specialist software. The laptop could also be linked to Braille reading
equipment. The notes can be sent to the student within a specified time frame or will be saved by
the student at the end of the session if using the specialist software described above.
For disabled students there are now many forms of assistive technology (for example, recording
devices) that can provide some support in this area and may be considered as an alternative.
Assistive technology may enable students to become independent, autonomous learners in many
cases and therefore should be considered first where a particular barrier exists and where
assistive technology would fully meet the student’s note taking needs.
Skills required: Ability to touch-type to a minimum of 60wpm; excellent spelling and punctuation
skills; in depth knowledge and understanding of notetaking for disabled students and the ability to
take notes accurately and comprehensively at speed; for some high level, specialist subjects some
subject knowledge might be required.
Qualifications/training: Any mandatory qualifications or professional body membership required to
provide this support are set out on the DSA-QAG website http://www.dsa-qag.org.uk/nmh-online-
registration.
Equipment required: Electronic notetaking requires the provider to be the laptop owner. Using a
student’s laptop will negate their insurance and relies on the student bringing a laptop with them
which may be inappropriate and/or unnecessary. Where software is used to enable the student to
receive the text live on a second laptop, the second laptop could belong either to the student or
the service provider.
Note: This activity is not to be confused with that of Specialist Transcription.
The provision of a Speed to Text Reporter will continue to be considered by exception.
SPECIALIST TRANSCRIPTION SERVICE: COST RANGE £25-£32
This support is provided to transcribe lecture notes, seminar notes, oral dictation or audio files into
an alternative format accessible to the student.
Skills required: Familiarity with a range of specialist office packages and equipment and
knowledge of how to transcribe into various alternative formats.
Qualifications/training: No mandatory qualifications or professional body membership has been
identified for this support; Relevant specialist IT training.
• Work with the student in order to identify strategies to help address these barriers • Work with the student to continually monitor the effectiveness of these strategies • Work to enhance student’s autonomy within their learning context • Interpret the language of delivery, giving real time access, into another language
accessible to the student
Roles which might provide this support include:
• Specialist Mentor • Specialist One to One Study Skills Support • BSL Interpreter • Language Support Tutor for deaf students • Assistive Technology Trainer
SPECIALIST MENTORS: COST RANGE £50-£66
Specialist mentors provide highly specialist, specifically tailored, one to one support which helps
students address the barriers to learning created by a particular impairment. This support is
primarily provided for students with mental-health conditions or autism spectrum disorders. The
support could include a range of issues, for example, coping with anxiety and stress situations,
how to deal with concentration difficulties, time management, prioritising workload and creating a
suitable work-life balance. Specialist Mentors should not act as advocates or counsellors. Their
role is to help students recognise the barriers to learning created by their impairment and support
them in developing strategies to address these barriers, particularly at times of transition, e.g.
when starting at university or when planning to move on from it. For some students this support
will need to be on-going while for others it might be gradually phased out or only be required at
certain points of their course.
DSAs study needs assessors should carefully evaluate the stages of the course where the student
will require this support and agree a reducing level of support to enable independence where
appropriate.
Skills Required: In depth knowledge and experience of the particular disability (e.g. mental-health
condition, autism spectrum disorder); understanding of the particular demands of study in HE;
close working relationship with other support service both inside and outside the HEI and
recognition of when there is a need to refer to other services.
Training/Qualifications: Any mandatory qualifications or professional body membership required to
provide this support are set out on the DSA-QAG website http://www.dsa-qag.org.uk/nmh-online-
requirements is fundamental to this activity alongside an understanding of how to address learning
challenges. These challenges might include organisational skills, planning and time management
or concentration, or gaining access through, for example, vision or hearing. Solutions include
assistive technology, software programmes such as mind mapping, text to speech and speech to
text, Microsoft Windows and Mac accessibility options and features to support learning such as the
use of Outlook for organisational skills and digital recorders to aid memory. They require
significant experience of working in a training capacity with people with a disability and an
understanding of the kind of work required by a student at higher education.
Qualifications and training: There are no specific qualifications for DSAs IT training, although IT
trainers should have a thorough knowledge of assistive technologies.
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ANNEX 2 – SPECIALIST EQUIPMENT ALLOWANCE
DSAs study needs assessors must always consider the suitability of a student’s existing
equipment before recommending that a student receives DSAs-funded computer equipment.
ENTRY-LEVEL COMPUTERS
DSAs funding is not available for entry level computers.
Some disabled students may only require an entry-level computer to support their studies, as a
higher specification computer is not required to run their software. In this context an entry-level
computer is one which is used for internet browsing, word processing, spread-sheets and the least
technically demanding assistive software packages e.g. mind mapping software. Such computers
may not have the capacity to run assistive software effectively at the same time. DfE considers
entry level computers a mainstream participation cost for all students and cost £200 or less.
STANDARD COMPUTERS
The £200 student contribution only applies to students applying for DSAs for the first time
for an academic year starting 2015/16 or later.
DSAs funding is available for a ‘standard’ computer, subject to a £200 student contribution.
Other students require a computer with a higher specification than an entry-level computer in order
to effectively use speech-to-text software and/or text-to-speech software. This is termed as a
standard computer in the DSAs context. The specification for a standard computer for DSAs
purposes is set out as a 'Classic/WKH’ in the DSA-QAG Computer Specification Matrix.
DSAs study needs assessors should not recommend a standard computer unless it is essential
and full justification will be required in each case. DSAs study needs assessors must not
recommend a standard computer where an entry-level computer will meet the needs of the
student. Where a standard computer is identified as a necessity, additional costs, over and above
the cost of an entry-level computer (i.e. £200) will be provided through DSAs. DSAs study needs
assessors should identify the appropriate computer type that meets the student’s needs i.e. entry
level / standard / high cost.
DSAs study needs assessors should refer to separate guidance on establishing whether a
student’s existing computer is suitable for running their assistive software effectively.
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HIGH COST COMPUTERS
The £200 student contribution only applies to students applying for DSAs for the first time
for an academic year starting 2015/16 or later.
DSAs funding is not generally available for high-cost computers
DSAs funding is only available for high cost computers e.g. non-PC laptops and desktops, PC
computers with larger memory, faster processors and/or graphics cards where such a computer is
required solely because of the student’s disability – and they will no longer be funded through
DSAs where the need is solely due to the way in which the course is delivered.
Institutions must consider how their students, including disabled students, will access the
appropriate equipment, when electing to run courses requiring access to a non-PC platform, or
other higher cost equipment. Institutions should make appropriate provision for access for all
students to such IT equipment. Provision might be made in the form of communal facilities or
individual access through institution discretionary funding e.g. bursaries or loan arrangements.
Where a high cost computer is required solely due to the student’s disability, funding for the
additional costs, over and above the cost of an entry-level computer i.e. £200, will be provided
through DSAs. DSAs funding is available for insurance and warranty cover for these computers in
this instance.
The student’s specific need must be appropriately evidenced. DSAs study needs assessors
should not recommend a high-cost computer unless it is essential and full justification will be
required in each case. DSAs study needs assessors should identify the appropriate computer
type that meets the student’s needs i.e. entry level / standard / high cost.
LOW WEIGHT COMPUTERS
The £200 student contribution only applies to students applying for DSAs for the first time
for an academic year starting 2015/16 or later.
DSAs funding is available for low-weight computers, subject to a £200 student contribution
Some students may have a specific disability related need for a low-weight laptop computer i.e.
one that weighs up to 1.5kg. Where a low-weight laptop is required, additional costs, over and
above the cost of an entry-level computer (i.e. £200) will be provided through DSAs. DSAs
funding is available for insurance and warranty cover for these computers.
The student’s specific need must be appropriately evidenced. DSAs study needs assessors
should not recommend a low-weight computer unless it is essential and full justification will be
required in each case. DSAs study needs assessors should identify the appropriate computer
type that meets the student’s needs.
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TABLET DEVICES
DSAs funding is not generally available for tablet devices
Where devices such as tablets are essential to meet the specific needs of the student, DSAs
funding will be provided. However, it is expected that a standard computer will provide the
increased processing power with which to operate the full range of assistive software, compared to
devices such as tablets. Therefore we expect a standard computer to be the most appropriate
provision for the student should they require this software, unless their specific needs mean that
exceptionally additional devices are required to support their study.
INSURANCE AND WARRANTIES
DSAs funding is available for insurance and warranty cover for DSAs-funded computers.
Students should also be advised that DSAs funding is available for insurance and warranty for
their existing computer, if the computer is required to meet their disability related needs and is of
the appropriate specification.
DEVICES FOR PRINTING AND/OR SCANNING
DSAs funding is available for devices for printing and/or scanning.
Where funding is made available, generally only multifunction printer/scanners should be
considered.
Recommendations for separate individual printers or scanners will only be considered in
exceptional circumstances, where there is a clear disability related need for separate items in
place of a multifunction unit.
All recommendations for devices for printing and/or scanning must include full justification and
evidence setting out why the provision of the item is required for the student to undertake their
course solely due to their disability.
Assessors should clearly evidence the need for hard copy materials and how that need is
additional to that experienced by a non-disabled student. Assessors should also evidence why
that additional need cannot be met through the institution’s services e.g. library services or
reasonable adjustments.
Assessors are advised to use the following three-step approach in evidencing need:
i) Is there an additional ‘need’ due to their disability over and above that needed by their non-disabled peers, both for printed materials and scanning?
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ii) If the student does have additional needs for printed or scanned materials, can the need be met using library services?
iii) If the need cannot be met by library services, can the need be met by the HE Provider through other reasonable adjustments?
Where devices for printing and/or scanning are provided, DSAs funding is available for ink and
paper consumables which are additional to the needs of a non-disabled student.
AUDIO CAPTURE EQUIPMENT
DSAs funding is available for audio capture equipment (e.g. Digital Voice Recorders (DVRs),
microphones).
Assessors should consider whether adequate personal recording of lectures and seminars could
be achieved via a laptop or a smart phone, including with use of an app, before recommending
DVRs. Assessors should also consider if recordings are provided by the institution.
DSAs funding is available for smart phone apps if they are essential for audio capture, where the
student will be using their existing smart phone instead of a DVR for this purpose and a free
version of the app is not available. DSAs are not available to cover the cost of the student’s own
device, or any insurance or warranty associated with that device.
All recommendations require full justification and evidence setting out why the provision of the
individual item is required for the student to undertake their course solely due to their disability.
Recommendations should demonstrate that full consideration of other strategies has been made
before a DVR is considered. Assessors should not expect to recommend DVRs and note taking
for the same purpose.
OTHER EQUIPMENT
DSAs funding is available for other equipment where the provision of the individual item is required
for the student solely due to their disability.
The list below indicates a range of support that is available through DSAs. The list is not
exhaustive. Nor should it be taken that the list represents items that all disabled students should
receive.
All recommendations require full justification and evidence setting out why the provision of the
individual item is required for the student to undertake their course solely due to their disability.
Assessors are advised to use the following three-step approach in evidencing need for each item:
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i) Is there an additional ‘need’ for the item due to their disability over and above that needed
by their non-disabled peers?
ii) If the student does have additional needs for an item, can the need be met using common
facilities provided by the HE Provider?
iii) If the need cannot be met by common facilities provided by the HE Provider, can the need
be met by the HE Provider through other reasonable adjustments?
In all cases, the lowest specification item that meets the needs of the student should be
recommended by assessors.
Screens and monitors
Keyboards and mice.
Specialist equipment for visually impaired people (e.g. viewing equipment, Braille equipment)
Magnifying equipment.
Ergonomic equipment and furniture.
Handheld dictionary and spelling equipment.
Scanning pens.
DSAs funding is available for laptop carry cases as a matter of course, up to a maximum price of
£20 for those students being provided with a laptop computer.
DSAs funding is available for standard keyboards, standard size monitors and standard mice as a
matter of course if they form part of a recommendation for a desktop computer.
DSAs funding is available for headsets or other items as a matter of course where they are
essential for the effective use of specific assistive software that has been recommended.
The ‘bundle’ of standard computer peripherals remains available for students applying for DSAs
prior to 2016/17.
ASSISTIVE AND STANDARD SOFTWARE
DSAs funding is available for assistive and standard software where the provision of the individual
item is required for the student solely due to their disability and the software is not available for
free through site licences or other means.
DSAs will fund:
Assistive software
Standard software (but only where it is essential for the effective use of assistive software alongside it. Otherwise standard software is considered a mainstream participation cost and outside the scope of DSAs)
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COURSE SPECIFIC SOFTWARE
DSAs funding is not available for course specific software
All students will need to access course specific software and therefore it falls outside the scope of
DSAs funding. Institutions will need to consider how all of their students will be able to access
course specific software.
WHEELCHAIRS / MOBILITY SCOOTERS
DSAs funding is not generally available for wheelchairs/mobility scooters.
The responsibility for providing wheelchairs and mobility scooters rests with the National Health
Service (NHS) and the Department for Work and Pensions (DWP) (e.g. through Disability Living
Allowance (DLA) or Personal Independence Payments (PIP). The need for a wheelchair or
mobility scooter is unlikely to be a solely study related need.
RADIO AIDS FOR DEAF STUDENTS
DSAs funding is available for a radio aid
Funding is available if the student’s needs cannot be met through other means and a radio aid has
not been supplied through other sources e.g. the NHS.
DSAs funding is only appropriate if the need for a radio aid is solely a study-related need.
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ANNEX 3 – ARRANGEMENTS FOR ASSESSMENT REVIEWS FROM 1 SEPTEMBER
2015
This guidance sets out when a review of a student’s support arrangements would be funded, when
it would come under the single fee arrangement, and when it would be ‘rolled over’ by SFE. It also
sets out arrangements for fees applicable when a student fails to attend an appointment.
The new arrangements apply to all students (both new and existing) from 1 September 2015.
The available outcomes are:
1) The student’s existing support arrangements are continued (or ‘rolled over’) by SFE without a
review.
2) A review is undertaken within the single fee arrangement (i.e. at no extra charge).
3) A funded review is undertaken.
4) An entirely new full fee assessment is undertaken.
FUNDED REVIEWS
Students will qualify for a funded review:
When moving from an UG course to PGCE or non-taught PG study; or
When they present with a new disability that requires an agreed significant amount of additional work. (Centres are required to fully document the additional work undertaken for a review and submit this to SFE. As a guideline, but not exclusively, it is anticipated that reviews requiring at least two hours of additional work will be considered for funding); or
If there is a gap of more than 2 years since the student last studied; or
If they have not had a full assessment or funded review for 5 years.
The fee for funded reviews will be capped at £300+VAT.
Students may be referred at their own request, or if SFE is concerned that the rolling over of
support is inappropriate.
Significant change to the student’s course will no longer be a criterion that prompts a review.
Also, a worsened existing disability or condition will no longer be a criterion that prompts a review.
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REVIEWS UNDERTAKEN WITHIN THE SINGLE FEE ARRANGEMENT
Reviews of a student’s support arrangements will be undertaken within the single fee arrangement
(i.e. at no extra charge) if none of the circumstances set out in the above ‘Funded reviews’ or
below ‘Full fee assessments’ sections apply.
FULL FEE ASSESSMENTS
In a small number of cases, a subsequent full fee assessment will be paid where a student is
unable to attend a review at their original assessment centre due to location and the issue could
not be resolved by other methods (see scenario C below). If the issue could be resolved by other
methods, then original assessment centre would only retain responsibility for the student up to a
maximum of 5 years from their initial assessment.
MISSED APPOINTMENTS
If a student fails to attend an appointment or gives less than 24 hours’ notice of cancellation
(excluding weekends and bank/public holidays), assessment centres will be able to charge a fee
of no more than:
£60+VAT for a full assessment appointment.
£30+VAT for a funded review appointment.
If the centre is able to fill the appointment space with another student, they will not be able to
charge a fee.
It is suggested good practice for the centre to contact the student (e.g. by text) the day before to
remind them of their appointment.
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SCENARIO EXAMPLES:
UNDERGRADUATE TO UNDERGRADUATE COURSE
Student A is assessed on an UG course in 2014/15. Student changes to a different
UG course at the same HEI in 2015/16.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement will apply.
Student B is assessed on an UG course in 2014/15. Student changes to a different
UG course at a different HEI in 2015/16, but can attend the same assessment
centre.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement will apply.
Student C is assessed on an UG course in 2014/15. Student changes to a different
UG course at a different HEI in 2015/16, but cannot attend the same assessment
centre because of geographical distance.
The original assessment centre should make every effort to deal with the student
e.g. telephone, email, Skype etc. under the single assessment fee arrangement.
(1) If it is less than five years since the previous assessment, and the change can
easily be managed, rolling over of support/single assessment fee applies.
(2) If it is less than five years since the previous assessment and change cannot be
easily managed because of the geographical location of the new HEI, then the
student should be directed to a new assessment centre, which may then charge a
full fee.
(3) If five years or more has passed since the previous assessment, the student
wants a new review and cannot attend the original assessment centre, they should
be directed to a new assessment centre, which may then charge a full fee.
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Student D is assessed on an UG course in 2014/15. Student is on the same course
but presents a new disability in 2016/17.
The student would qualify for either a single fee review or a funded review depending
on the impact of the change and the amount of work involved.
Student E is assessed on an UG course in 2014/15. Student is still on an UG course
in 2019/20 and has not met the criteria for a funded review during that time.
The student would qualify for a funded review, as at least 5 years has passed since
their previous assessment or funded review.
Student F is assessed on an UG course in 2012/13. Student suspends study for
2014/15. Student returns to same course in 2017/18.
The student would qualify for a funded review, as there has been an at least two-
year gap in study.
UNDERGRADUATE TO POSTGRADUATE COURSE
Student G is assessed on an UG course in 2012/13. Student moves straight from
UG to PG course (PGCE) in 2015/16.
The student will qualify for a funded review.
Student H is assessed on an UG course in 2012/13. Student moves straight from
UG to PG course (taught) in 2015/16.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement will apply.
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Student I is assessed on an UG course in 2011/12 and finished UG course in 2012.
Student starts PG course (taught) in 2015/16.
The student would qualify for a funded review, as there has been an at least two-
year gap in study.
Student J had initial assessment in 2009/10 and finished UG course in 2014.
Student starts PG course (taught) in 2015/16.
The student would qualify for a funded review, as at least 5 years has passed since
their previous assessment or funded review.
Student K had an initial assessment on an UG course in 2012/13. Student moves
straight from UG to PG course (taught) in 2015/16.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement will apply.
In 2017/18 Student K presents a new disability.
The student would qualify for a funded review as the change is at least 5 years after
the initial assessment.
Student L is assessed on an UG course in 2014/15. Student moves straight from
UG to PG course (taught masters) in 2015/16.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement should apply
In 2016/17 Student L (above) presents a new disability.
The student would qualify for either a single fee review or a funded review depending
on the impact of the change and the amount of work involved.
Student M is assessed on an UG course in 2014/15. Student moves straight from
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UG to a research-based PG course in 2015/16.
The student would qualify for a funded review.
In 2016/17 Student M (above) presents a new disability.
The student would qualify for either a single fee review or a funded review depending
on the impact of the change and the amount of work involved.
Student N is assessed on an UG course in 2012/13. Student moves straight from
UG to PG (taught) course in 2015/16.
Student will have their support rolled over by SFE. Where the student asks for a
review, the single assessment fee arrangement should apply
In 2016/17 Student N indicates a need to review support
The student would qualify for a funded review as the change is at least 5 years after
the initial assessment.
Student O is assessed on an UG course in 2014/15. Student requests a review as
they do not agree with the initial recommendations.
In line with current practice, this student can have a review under the single
assessment fee arrangement but only at the original assessment centre. The
student will not be funded to attend another assessment centre.
POSTGRADUATE TO POSTGRADUATE CASES
It is anticipated that, for students moving from a PG course to another PG course, arrangements
will follow the same logic as set out in the above scenarios.
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ANNEX 4
SPECIFIC LEARNING DIFFICULTIES (SPLD)
“Specific learning difficulty” is often used as an umbrella term to cover the following:
Dyslexia
Dyscalculia
Dysgraphia
Dyspraxia or Developmental Coordination Disorder (DCD)
Attention deficit disorder or attention deficit hyperactivity disorder (ADD or ADHD)
As with any disability, no two individuals experience the same combination of difficulties and some
students may exhibit signs of more than one SpLD. There are two forms of SpLD
Developmental SpLD – a neurologically based problem with particular aspects of learning
despite appropriate educational opportunity and intellectual ability.
Acquired SpLD – is characterised by a loss of skills as a result of a neurological trauma, illness
or brain disease.
The following characteristics have been noted in connection with SpLDs;
a marked inefficiency in the working or short-term memory system which may result in, for
example, problems with reading comprehension and written composition;
inadequate phonological processing abilities (innate difficulty linking sound and symbol) which
affects the acquisition of fluent reading and spelling skills;
difficulties with motor skills or coordination which might affect tasks which involve simultaneous
use of several skills;
problems with visual processing which can affect reading (for example, causing the print to
appear distorted or the reader to lose their place excessively) and handwriting (for example
losing track of place when copying. This can be termed visual stress);
reading problems which may include slow reading speed, difficulty extracting sense from
written material without substantial re-reading, inaccurate reading, omission of words;
writing problems which may include poor handwriting and slow writing speed, omission of
words, spelling problems, difficulties categorising information and sequencing ideas;
difficulties with mathematical skills and concepts: can also be seen in difficulties with abstract
concepts of time and direction, following sequential instructions, sequencing events affects,
ability to acquire arithmetical/mathematical skills;
lack of structure in oral presentations, seminars and discussion and difficulties with word
retrieval;
short attention spans and a high level of distractibility; and
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poor organisation making time management very difficult.
SCREENING FOR SPLDS
Screening for SpLDs usually precedes a diagnostic assessment and the purpose is to determine
whether a full diagnostic assessment would be warranted. Screening for SpLDs does not
constitute a diagnostic assessment and therefore a screening for SpLDs as the sole evidence of a
SpLD will not be accepted. There is no requirement for a student to undergo a screening for
SpLDs when providing their evidence for HE purposes. Full diagnostic evidence of SpLDs
A Specific Learning Difficulties (SpLDs) Working Group was set up in 2003 to review the
arrangements for identifying and assessing SpLDs in higher education students. The Working
Group was asked to produce a report recommending a framework to guarantee the quality of
assessments which diagnose specific learning difficulties. The final report has been published and
is available on the Student Finance England practitioners’ website at: